Abstract:
Student satisfaction with, and performance in, a first-offer online agri-sales course was compared with that of students enrolled in a simultaneously-taught classroom course. Online and classroom students were equally satisfied with the course and the instructor using most measures, and student overall performance did not differ. However, online students tended to do better on exams while classroom students demonstrated a greater ability to apply course concepts to a practical setting. Changes were made in the online course to improve student understanding of and ability to apply course concepts. Specifically, online student exams were no longer open-note / open-book and were proctored and on-campus online students participated in their final sales presentation with classroom students. Coinciding with these changes were improvements in satisfaction and performance among online students, and a change in their use of class resources. Online students listened to a much larger percentage of online lectures and found them to be more useful during the revised offering, and were more successful at applying course concepts to practical situations.
Keywords:
agri-Sales, perceptions, performance, students, online, assessment
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